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1. กÒÃÍéÒ§ÍÔ§á·Ãกã¹à¹×éÍËÒ ÁÕÃÙ»áºº Ñ§¹Õé (ª×èÍ/ÊกØÅ.//»Õ·Õè¾ÔÁ¾ì:/Ë¹éÒ·ÕèÍéÒ§) µÑÇÍÂèÒ§ (ÊØªÒ Ñ¹·ÃìàÍÁ.2541: 22) ¶éÒà»ç¹ªÒÇµèÒ§»ÃÐà·ÈãËéÅ§à©¾ÒÐª×èÍÊกØÅ Ñ§¹Õé ¹Ôâ¤ÅÊì (Nichols. 1958: 842-851)

2. กÒÃÍéÒ§ÍÔ§áÂก¨Òกà¹×éÍËÒ

2.1 Ë¹Ñ§Ê×Í ãËé¾ÔÁ¾ì Ñ§¹Õé ª×èÍ¼Ùéáµè§.(»Õ·Õè¾ÔÁ¾ì). ª×èÍàÃ×èÍ§. (©ºÑº¾ÔÁ¾ì). Ê¶Ò¹·Õè¾ÔÁ¾ì: ¼Ùé Ñ ¾ÔÁ¾ì. µÑÇÍÂèÒ§

ÍÓ¹ÇÂ áÊ§ÊÇèÒ§. (2544). กÒÃ Ñ กÒÃ·ÃÑ¾ÂÒกÃÁ¹ØÉÂì. (¾ÔÁ¾ì¤ÃÑé§·Õè 2). กÃØ§à·¾Ï: ÍÑกÉÃÒ¾Ô¾Ñ²¹ì. 2.2 Ë¹Ñ§Ê×ÍÃÇÁº·¤ÇÒÁ ãËé¾ÔÁ¾ì´Ñ§¹Õé ª×èÍ/ª×èÍÊกØÅ.//(»Õ·Õè¾ÔÁ¾ì).//ª×èÍº·¤ÇÒÁËÃ×Íª×èÍµÍ¹.//ã¹//

ª×èÍË¹Ñ§Ê×Í.//Ë¹éÒ·ÕèÍéÒ§ÍÔ§. µÑÇÍÂèÒ§ ÈÑก´ÔìÈÃÕ áÂéÁ¹Ñ´´Ò. (2544). ÃÒÁàกÕÂÃµÔì. ã¹ ÊÒÃÒ¹ØกÃÁä·Â©ºÑº

ÃÒªºÑ³±ÔµÂÊ¶Ò¹. Ë¹éÒ 158-160. ¶éÒà»ç¹ªÒÇµèÒ§»ÃÐà·ÈãËé¾ÔÁ¾ì´Ñ§¹ Õ é D. Massaro. (1992).Broadening the Domain of the Fuzzy Logical Model of Perception. In Conceptual and Methodologi-

cal Issues. pp.119-150. 2.3 Ë¹Ñ§Ê×Íá»Å ãËé¾ÔÁ¾ì´Ñ§¹Õé ª×èÍ/ª×èÍÊกØÅ.//(»Õ¾ÔÁ¾ì).//ª×èÍË¹Ñ§Ê×Í.//á»Åâ´Â (Translated by)/

ª×èÍ¼Ùéá»Å. Ë¹éÒ·ÕèÍéÒ§. µÑÇÍÂèÒ§ à¤ÇÔ¹ àÍçÁ. «ÒàÇçµµì. (2539) ä¢»ÑËÒÍÔ¹à·ÍÃìà¹çµ. á»Åâ´Â กÔµµÔ ºØ³ÂกÔ â³·ÑÂ;ÁÕªÑÂ éÇÂÈÕÅ; áÅÐÍÁÃà·¾ àÅÔÈÃÑµ¹Ç§Èì. Ë¹éÒ 30-32. 2.4 º·¤ÇÒÁÇÒÃÊÒÃÀÒÉÒä·ÂáÅÐÇÒÃÊÒÃµèÒ§»ÃÐà·È ã¹ÊèÇ¹¢Í§ÇÒÃÊÒÃµèÒ§»ÃÐà·ÈãËé¾ÔÁ¾ìàªè¹à ÕÂÇกÑ¹ áµèã¹ÊèÇ¹¢Í§»Õ¾ÔÁ¾ìãËé¾ÔÁ¾ìà»ç¹ (»Õ/à ×Í¹/ÇÑ¹) ª×èÍ/¹ÒÁÊกØÅ.//(»Õ,/ÇÑ¹/à ×Í¹).//ª×èÍº·¤ÇÒÁ.//

ª×èÍÇÒÃÊÒÃ.//»Õ·Õè (©ºÑº·Õè):/Ë¹Ò·ÕèÍéÒ§. µÑÇÍÂèÒ§ ØÃÕÃÑµ¹ì ¼èÍ§á¼éÇ.(2545, ÁกÃÒ¤Á-ÁÔ¶Ø¹ÒÂ¹). ÈÑ¾·ì¤ÍÁ¾ÔÇàµÍÃì¤ÇÃÃÙé. â´Á·ÑÈ¹ì. 23(1): 62-69. ËÒกà»ç¹ªÒÇµèÒ§ªÒµÔãËé¾ÔÁ¾ì´Ñ§¹ Õ é Sarah Simpson. (2003, April).Questioning the oldest Signs of Life. Scientific American. 288(4): 52-59.

2.5 áËÅè§¢éÍÁÙÅÍÔàÅçก·ÃÍ¹ÔกÊì áºè§à»ç¹»ÃÐàÀ· Ñ§¹Õé 2.5.1 Ë¹Ñ§Ê×ÍËÃ×ÍàÇçºä«µì ãËé¾ÔÁ¾ì´Ñ§¹Õé ª×èÍ/¹ÒÁÊกØÅ.// (»Õ·Õè¼ÅÔµËÃ×Í»Õ·Õè¤é¹ËÒ).//ª×èÍàÃ×Í§.//

(»ÃÐàÀ·¢Í§áËÅ§¢éÍÁÙÅ = online/ÍÍ¹äÅ¹ì/CD-ROM/«Õ´ÕÃÍÁ). µÑÇÍÂèÒ§ ÃÒªºÑ³±ÔµÊ¶Ò¹. (2543).ÃÒÂ§Ò¹¼ÅกÒÃÇÔ ÑÂàÃ×èÍ§กÒÃÍÍกàÊÕÂ§¤Óä·Â. (ÍÍ¹äÅ¹ì).

2.5.2 º·¤ÇÒÁÇÒÃÊÒÃ ãËé¾ÔÁ¾ì´Ñ§¹Õé ª×èÍ/ª×èÍÊกØÅ.//(»Õ,/ÇÑ¹/à´×Í¹).//ª×èÍº·¤ÇÒÁ.//ª×èÍÇÒÃÊÒÃ.//(»ÃÐàÀ·¢Í§áËÅè§¢éÍÁÙÅ = online/ÍÍ¹äÅ¹ì/CD-ROM/«Õ ÕÃÍÁ). µÑÇÍÂèÒ§ Jeffrey Barlow. (1998, June). Whyan Electronic Journal?. The Journal of the Association for History and Computing. (Online).

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(Social Intelligence) ·Õ èÁ Õ¤ÇÒÁÊÓ¤Ñã¹กÒÃÊÃéÒ§ÊÑÁ¾Ñ¹¸ÀÒ¾¢Í§Á¹ØÉÂì ÊÒÃÐÊÓ¤Ñã¹àªÒÇ¹ìÊÑ§¤Áà»ç¹¢éÍÁÙÅáÅÐ àÃ×èÍ§ÃÒÇ¢Í§»ÃÐÊÒ·ÇÔ·ÂÒ·Ò§ÊÑ§¤Á (socialneuroscience) «Öè§à»ç¹¤ÇÒÁÃÙé¤ÇÒÁà¢éÒã¨·Ò§ÇÔ·ÂÒÈÒÊµÃìãËÁèæ àกÕ èÂÇกÑº¾ÅÇÑµ·Ò§ÊÁÍ§·Õ èàก Õ èÂÇ¢éÍ§กÑºàÃ × èÍ§ÊÑÁ¾Ñ¹¸ÀÒ¾¢Í§Á¹ØÉÂì·Ñé§ã¹àÃ×èÍ§¢Í§กÒÃÊÃéÒ§ÊÑÁ¾Ñ¹¸ÀÒ¾¾ÄµÔกÃÃÁàÍ×éÍà¿×éÍáÅÐกÒÃàÍÒã¨à¢ÒÁÒãÊèã¨àÃÒ

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AbstractThis article aimed to propose Social

Intelligence as a knowledge base for humanrelationship building. The body of knowledge of socialintelligence is represented by social neurosciencewhich composed of dynamics of brain in varioushuman interaction. The essence is clarified tounderstand rapport, altruism and empathy in our dailylives.

Keyword : Social Intelligence

º·¹ÓáÁéàªÒÇ¹ìÍÒÃÁ³ìËÃ×Í EQ ¨Ðà»ç¹¤Ó·Õ èä´ éÃ Ñº

กÒÃºÑÑµÔÈÑ¾·ìÍÂèÒ§à»ç¹·Ò§กÒÃ¤ÃÑ é§áÃก¨Òก PeterSalovey ¹Ñก ÔµÇÔ·ÂÒáËè§ÁËÒÇÔ·ÂÒÅÑÂàÂÅáÅÐ John MayeráËè§ ÁËÒÇÔ·ÂÒÅÑÂ¹ÔÇáÎÁàªÕÂÃì ÊËÃÑ°ÍàÁÃÔกÒ ·ÕèãËé¤Ó¹ÔÂÒÁäÇéã¹»Õ ¤.È. 1990 ÇèÒ EQ ¤×Í¤ÇÒÁÊÒÁÒÃ¶¢Í§ºØ¤¤Åã¹กÒÃµÃÐË¹ÑกÃÙé¤ÇÒÁ¤Ô´ ¤ÇÒÁÃÙéÊÖก áÅÐÀÒÇÐÍÒÃÁ³ì¢Í§µ¹àÍ§áÅÐ¼Ù éÍ × è¹ áÅÐÊÒÁÒÃ¶¹Ó¢éÍÁÙÅ¤ÇÒÁÃÙ éàËÅèÒ¹Ñ é¹ÁÒãªéãËéàกÔ´»ÃÐâÂª¹ìã¹กÒÃªÕ é¹Ó¤ÇÒÁ¤Ô´áÅÐกÒÃกÃÐ·Ó¢Í§

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µ¹àÍ§ä é (ÍØÊÒ ÊØ· ÔÊÒ¤Ã, 2543) áµèºØ¤¤Å·Õè·ÓãËé EQ à»ç¹·ÕèÃÙé¨Ñกá¾ÃèËÅÒÂ¤×Íá´à¹ÕÂÅ âกÅáÁ¹ (Daniel Goleman)¹Ñก¢èÒÇÊÒÂÇÔ·ÂÒÈÒÊµÃì Ë¹Ñ§Ê×Í¾ÔÁ¾ì¹ÔÇÂÍÃì¤ä·Áì¼Ù éä´éÃ ÑºกÒÃÈÖกÉÒÃÐ´Ñº»ÃÔÒàÍก¨ÒกÁËÒÇÔ·ÂÒÅÑÂÎÒÃìÇÒÃì ä éà¢ÕÂ¹Ë¹Ñ§Ê×Íª×èÍ Emotional Intelligence: whyit can matter more than IQ ÍÍกÁÒÇÒ§µÅÒ´ã¹»Õ 1995áÅÐกÅÒÂà»ç¹Ë¹Ñ§Ê×Í¢ÒÂ´Õ·ÕèÁÕ¼ÙéÍèÒ¹¨Òก·ÑèÇâÅก

âกÅáÁ¹ ãËé¤ÇÒÁËÁÒÂ¢Í§ EQ ÇèÒ à»ç¹¤ÇÒÁÊÒÁÒÃ¶·Õ èÊÓ¤Ñ 2 ´éÒ¹¤×Í ´éÒ¹ÊèÇ¹µÑÇ ä´éáกè¤ÇÒÁÊÒÁÒÃ¶ ã¹กÒÃºÃÔËÒÃ¨Ñ´กÒÃµ¹àÍ§ áÅÐ´éÒ¹ÊÑ§¤Áä´éáกè ¤ÇÒÁÊÒÁÒÃ¶ã¹กÒÃºÃÔËÒÃ¨Ñ´กÒÃáÅÐÃÑกÉÒÊÑÁ¾Ñ¹¸ÀÒ¾·Õ è´Õ กÑº¼Ù éÍ× è¹ ¤ÇÒÁÊÒÁÒÃ¶·Ñ é§ 2 ´éÒ¹ ÁÕÍ§¤ì»ÃÐกÍº Ñ§¹Õé¤×Í (Goleman, 1995)

1. ¤ÇÒÁÊÒÁÒÃ¶·Ò§´éÒ¹ÊèÇ¹µÑÇ (personalcompetence) ä´éáกè

- กÒÃµÃÐË¹ÑกÃÙéµ¹àÍ§ (self awareness) à»ç¹¤ÇÒÁà¢éÒã¨µ¹àÍ§ÍÂèÒ§ÅÖก«Öé§·Ñé§´éÒ¹ÍÒÃÁ³ì ¤ÇÒÁà¢éÁá¢ç§ÍèÍ¹áÍ ¤ÇÒÁµéÍ§กÒÃáÅÐáÃ§¢Ñº µÅÍ´¨¹¤ÇÒÁÊÒÁÒÃ¶ã¹กÒÃ»ÃÐàÁÔ¹µ¹àÍ§ä´éµÒÁ¤ÇÒÁà»ç¹¨ÃÔ§

- กÒÃ¤Çº¤ØÁµ¹àÍ§ (self regulation) à»ç¹¤ÇÒÁÊÒÁÒÃ¶¨Ñ´กÒÃ¤ÇÒÁÃÙ éÊ ÖกÀÒÂã¹µ¹àÍ§ä´é ¨ Ñ´กÒÃกÑºÍÒÃÁ³ìµèÒ§æ ·ÕèàกÔ ¢Öé¹ÍÂèÒ§ªÒ©ÅÒ´ äÁèÇèÒ¨Ðà»ç¹ÍÒÃÁ³ì´éÒ¹ÅºµèÒ§æ ÍÒ·Ô ¤ÇÒÁ©Ø¹à©ÕÂÇ àÈÃéÒâÈก ¼Ô´ËÇÑ§ áÅéÇ»ÃÑºà¢éÒÊÙèÊÀÒÇÐ»กµÔä éàÃçÇ ÃÙé Ñกã¤Ãè¤ÃÇ ¤Ô ÃÍº¤ÍºกèÍ¹µÑ´ÊÔ¹ã¨ ÁÕ¤ÇÒÁÂ×´ËÂØè¹»ÃÑºµÑÇµèÍÊ¶Ò¹กÒÃ³ìµèÒ§æ ä´é´ÕáÅÐà»Ô´ã¨ÂÍÁÃÑºกÒÃà»ÅÕèÂ¹á»Å§µÅÍ´àÇÅÒ

- กÒÃÊÃéÒ§áÃ§ Ù§ã¨·Õè ÕµèÍµ¹àÍ§ (self motivation)à»ç¹¤ÇÒÁÊÒÁÒÃ¶กÃÐµØ é¹àµ×Í¹µ¹àÍ§ãËéàกÔ´¤ÇÒÁ¤Ô´ÃÔàÃÔèÁÊÃéÒ§ÊÃÃ¤ì ¼ÅÑก´Ñ¹ä»¶Ö§à»éÒËÁÒÂ·ÕèµÑé§äÇé àÁ×èÍÁÕ»ÑËÒáÅÐÍØ»ÊÃÃ¤กçäÁèÂ èÍ·éÍ Í´·¹ ÃÍ¤ÍÂä´é äÁèË Ø¹ËÑ¹ã¨àÃçÇ´èÇ¹ä´é ¾ÂÒÂÒÁ»ÃÑº»ÃØ§µ¹áÅÐÁÒµÃ°Ò¹§Ò¹ãËé´ÕÍÂÙèàÊÁÍ

2. ¤ÇÒÁÊÒÁÒÃ¶·Ò§´éÒ¹ÊÑ§¤Á (socialcompetence) ä´éáกè

- กÒÃàÍÒã¨à¢ÒÁÒãÊèã¨àÃÒ (empathy) à»ç¹กÒÃÃÙ é¨ÑกàËç¹ÍกàËç¹ã¨ã¹¤ÇÒÁ·Øก¢ìÂÒก ¤ÇÒÁà´×Í´ÃéÍ¹ËÃ×Í¤ÇÒÁÇÔµกกÑ§ÇÅ¢Í§¼ÙéÍ×è¹ ÁÕäËÇ¾ÃÔº ÃÙéà·èÒ·Ñ¹ã¹·ÑÈ¹ÐáÅÐÁØÁÁÍ§¢Í§¼Ù éÍ × è¹ ÁÕ¨ Ôµã¨ºÃÔกÒÃ µéÍ§กÒÃãËé¼Ù éÍ × è¹ä´éÃÑºกÒÃ¾Ñ²¹Òà¾×èÍÊè§àÊÃÔÁ¤ÇÒÁÊÒÁÒÃ¶

- ·ÑกÉÐ·Ò§ÊÑ§¤Á (social skills) à»ç¹¤ÇÒÁÊÒÁÒÃ¶ã¹กÒÃ¨Ñ´กÒÃ¤ÇÒÁÊÑÁ¾Ñ¹¸ìกÑº¼Ù éÍ× è¹ ä´éáกè กÒÃÊÃéÒ§áÅÐÃÑกÉÒÊÒÂÊÑÁ¾Ñ¹¸ì·Õ è´Õ ·Ñ é§ã¹àÃ× èÍ§§Ò¹áÅÐªÕÇÔµÊèÇ¹µÑÇ ÁÕกÒÃÊ×èÍÊÒÃ·Õè¹èÒàª×èÍ¶×Í äÇéÇÒ§ã¨ä é â¹éÁ¹éÒÇ¼ÙéÍ×è¹ä é

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ÍØÊÒ ÊØ· ÔÊÒ¤Ã. (2543). ¾Ñ²¹Ò EQ à çกä éÍÂèÒ§äÃ. กÃØ§à·¾Ï: ÊÓ¹Ñก¾ÔÁ¾ìÃÑกÅÙก.Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More than IQ. New York: Bantam Book.Goleman, D. (Ed.) (1997). Healing Emotions: Conversation with the Dalai Lama on Mindfulness. Emotions, and

Health. Boston: Shamhala. . (2006). Social Intelligence; Beyond IQ, Beyond Emotional Intelligence. New York: Bantam Book.



กÒÃà»ÅÕèÂ¹¼èÒ¹¨ÒกâÃ§àÃÕÂ¹ÊÙèªÕÇÔµÇÑÂ¼ÙéãËè¢Í§¹ÑกàÃÕÂ¹·ÕèÁÕ¤ÇÒÁµéÍ§กÒÃ¨Óà»ç¹¾ÔàÈÉTransition from School to Adulthood in Students with Special Needs

´Ã.ÊÒÁÒÃ¶ ÃÑµ¹ÊÒ¤Ã1 Dr.Samart Ratanasakorn

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¤ÓÊÓ¤Ñ กÒÃÇÒ§á¼¹กÒÃà»ÅÕèÂ¹¼èÒ¹, ¹ÑกàÃÕÂ¹·ÕèÁÕ¤ÇÒÁµéÍ§กÒÃ¨Óà»ç¹¾ÔàÈÉ, à»éÒËÁÒÂËÅÑ§¨º กÒÃÈÖกÉÒ áÅÐกÃÐºÇ¹กÒÃÁÕÊèÇ¹ÃèÇÁ

AbstractIn Thailand, there are number of students with

special needs who are receiving special educationservices in both special schools and inclusiveprograms. These students will mature into young adults,who may desire to study in university, work, communityparticipation, and independent living. The purpose ofthis article is to build awareness among the educators,students and parents on transition planning whicheffects to the transition from school to adult's life of

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students with special needs. The article reveals thatthoughtful transition planning is needed whetherthe student is continuing on to college or is seekingemployment with supports through a community pro-vider or vocational rehabilitation agency.

Keywords: Transition Planning, Students with Special Needs, Post Educational Goals and Participation Process.

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ÈÖกÉÒกÒÃ»ÃÑº¾ÄµÔกÃÃÁ¢Í§¹ÑกàÃÕÂ¹·ÕèÁÕÀÒÇÐÍÍ·ÔÊ«ÖÁ¨ÒกกÒÃãªéºÑµÃ¾ÅÑ§A Study on Behavior Modification of Students With Autism Using Power Card

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¾ÄµÔกÃÃÁ ã¹กÒÃ¢ÍàÅè¹กÑºà¾×èÍ¹æ áÅÐกÒÃ«×éÍÍÒËÒÃ¢Í§¹ÑกàÃÕÂ¹·ÕèÁÕÀÒÇÐÍÍ·ÔÊ«ÖÁ ¨ÒกกÒÃãªéºÑµÃ¾ÅÑ§ (PowerCard) กÅØèÁµÑÇÍÂèÒ§·Õèãªéã¹กÒÃÇÔ¨ÑÂà»ç¹¹ÑกàÃÕÂ¹ÍÍ·ÔÊµÔกÍÒÂØÃÐËÇèÒ§ 12 áÅÐ 14 »Õ ·ÕèÁÕ»ÑËÒกÒÃ¢ÍàÅè¹กÑºà¾×èÍ¹æáÅÐ«× éÍÍÒËÒÃ·Õ èàÃÕÂ¹ÃèÇÁã¹â¤Ã§กÒÃàÃÕÂ¹ÃèÇÁ âÃ§àÃÕÂ¹ÈÃÕ¹¤Ã ÍÓàÀÍËÒ´ãËè ¨Ñ§ËÇÑ´Ê§¢ÅÒ ÀÒ¤àÃÕÂ¹·Õ è 1»ÕกÒÃÈÖกÉÒ 2554 àÅ×Íกâ´ÂÇÔ¸ Õà¨ÒÐ¨§ (PurposiveSampling) ¨Ó¹Ç¹ 2 ¤¹ à¤Ã×èÍ§Á×Í·Õèãªéã¹กÒÃÇÔ¨ÑÂ ä´éáกèá¼¹กÒÃÊÍ¹ ºÑµÃ¾ÅÑ§ áºººÑ¹·Öก¾ÄµÔกÃÃÁ ÃÙ»áººกÒÃÇÔ ÑÂ áººSingle Subject Design ãªéàÇÅÒã¹กÒÃ·´ÅÍ§ÊÑ»´ÒËìÅÐ 5 ÇÑ¹ ¤ÃÑé§ÅÐ 60 ¹Ò·Õ ÃÇÁ·Ñé§ÊÔé¹ 23 ÇÑ¹¼ÅกÒÃÇÔ¨ÑÂ¾ºÇèÒ

1. ¾ÄµÔกÃÃÁã¹กÒÃ¢ÍàÅè¹กÑºà¾×èÍ¹æ¢Í§¹ÑกàÃÕÂ¹·Õ èÁÕÀÒÇÐÍÍ·ÔÊ«ÖÁËÅÑ§กÒÃãªéºÑµÃ¾ÅÑ§ (Power Card)ÊÙ§¢Öé¹

2. ¾ÄµÔกÃÃÁã¹กÒÃ«× éÍÍÒËÒÃ¢Í§¹ÑกàÃÕÂ¹·Õ èÁÕÀÒÇÐÍÍ·ÔÊ«ÖÁËÅÑ§¨ÒกกÒÃãªéºÑµÃ¾ÅÑ§ (Power Card)ÊÙ§¢Öé¹

¤ÓÊÓ¤Ñ : ¹ÑกàÃÕÂ¹·ÕèÁÕÀÒÇÐÍÍ·ÔÊ«ÖÁ, ¾ÄµÔกÃÃÁกÒÃ ¢ÍàÅè¹กÑºà¾×èÍ¹æ กÒÃ«×éÍÍÒËÒÃ,ºÑµÃ¾ÅÑ§

AbstractThe purpose of this study was to investigate

peer-play and food purchasing behaviors of studentswith autism using the power card. Two students withautism, aged 12 and 14, who had behavioral problemsin peer-play and food purchasing participated in this



study. These students, enrolled in Srinakhon School,Hat Yai district, Songkhla province in the first semester,2012 academic year, were purposively selected. Theresearch instruments were lesson plans, power cardand behavior recording form. A single subject designwas conducted in 5 days a week, 60 minute persession 23 sessions.

The results were as follow;1. The peer-play behavior of the student with

autism increased after using the power card.2. The food purchasing behavior of the

students with autism increased after using the powercard.

Keywords : Students with Autism, Peer-Play, Food Purchasing Behavior, Power Card

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Majorie E. (1995). Educating Special Learners. 4th ed. California USA: Wadsworth.Edward L. Thorndike.1949.Dalton, Richard. Forman, Marc A. (2000). Pervasive Developmental Disorders and Childhood Psychosis inNelson Textbook of Pediatrics. 16th ed. Philadelphia: W.B. Saunders Company.

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กÒÃÊÓÃÇ¨กÒÃä´éÃÑº¨Ñ´ÊÃÃ กÒÃãªé áÅÐ¤ÇÒÁµéÍ§กÒÃà·¤â¹âÅÂÕÊÔè§ÍÓ¹ÇÂ¤ÇÒÁÊÐ´ÇกÊÓËÃÑºà´çก·ÕèÁÕ¤ÇÒÁµéÍ§กÒÃ¾ÔàÈÉã¹Ê¶Ò¹ÈÖกÉÒà©¾ÒÐ¤ÇÒÁ¾ÔกÒÃA Survey of Providing Using and Needs of Assistive Technology for

Children with Disabilities in Special Education Schools

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AbstractThe purpose of this study was to survey on

providing using and needs of assistive technology forchildren with disabilities in special education schools.This study used purposive sampling method. There were120 participants who were students with visualdisabilities, physical disabilities, hearing disabilities andintellectual disabilities in four special education schoolsin Chiang Mai. The education levels of the participantsranges from nursery to high-school. The researchinstrument was an assistive technology questionnaire.Results of this study found that a category of assistivetechnologies was provided to the children withdisabilities in special education schools, with the mostbeing "media" and "services" (100.00%), followed by"facilities" (96.00%), consecutively. Furthermore, the mostchildren provided with assistive technologies were thosewith physical disabilities (87.83%), but the children withhearing disabilities were the least (79.73%). In terms ofuse, results found that the children with visualdisabilities used assistive technologies the most(90.54%), followed by those with intellectual disabilities(83.78%), hearing disabilities (81.08%) and physicaldisabilities (77.03%), consecutively. However, resultsindicated that the children with disabilities in specialeducation schools used assistive technologiesinfrequently. Concerning needs, results showed that thechildren with visual disabilities needed assistivetechnologies the most (97.30%), followed by those withintellectual disabilities (89.19%), and hearingdisabilities and physical disabilities (85.14%),consecutively.

Keywords: Assistive Technology, Special Education Schools

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Case-Smith, J. (2005). Occupational Therapy for Children. 5th edition. Missouri: Elsevier Inc.Lesar, S. (1998). Use of Assistive Technology With Young Children With Disabilities: Current Status and Training

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»ÃÐÊÔ·¸ ÔÀÒ¾¢Í§Ã Ù»áººกÒÃ¾Ñ²¹ÒกÒÃÍèÒ¹¤ÓÈÑ¾·ì¾×é¹°Ò¹ â´Âãªé STEPER Model µÒÁàก³±ì 80 /80 2) à¾×èÍÈÖกÉÒ¤ÇÒÁÊÒÁÒÃ¶ã¹กÒÃÍèÒ¹¤ÓÈÑ¾·ì¾×é¹°Ò¹¢Í§¹ÑกàÃÕÂ¹·Õèºก¾ÃèÍ§·Ò§กÒÃàÃÕÂ¹ÃÙéâ´Âãªé STEPER Model 3) à¾×èÍà»ÃÕÂºà·ÕÂº¤ÇÒÁÊÒÁÒÃ¶ã¹กÒÃ¾Ñ²¹ÒกÒÃÍèÒ¹¤ÓÈÑ¾·ì¾×é¹°Ò¹¢Í§¹ÑกàÃÕÂ¹·Õèºก¾ÃèÍ§·Ò§กÒÃàÃÕÂ¹ÃÙé กèÍ¹áÅÐËÅÑ§กÒÃ¨Ñ´กÔ¨กÃÃÁกÒÃàÃ ÕÂ¹ÃÙ éâ´Âãªé STEPER ModelกÅØ èÁµÑÇÍÂèÒ§·Õ èãª éã¹กÒÃÈÖกÉÒ¤ÃÑ é§¹Õ é à» ç¹¹ÑกàÃ ÕÂ¹·Õ èÁ Õ¤ÇÒÁºก¾ÃèÍ§·Ò§กÒÃàÃ ÕÂ¹ÃÙ é´ éÒ¹กÒÃÍèÒ¹ âÃ§àÃ ÕÂ¹ºéÒ¹Ë¹Í§ä·Ã ¨Ó¹Ç¹ 6 ¤¹ ä´éÁÒ¨ÒกกÒÃàÅ×Íกâ´ÂÇÔ¸Õà¨ÒÐ¨§ áººá¼¹ã¹กÒÃ·´ÅÍ§à»ç¹áººกÅØèÁà´ÕÂÇ·´ÊÍºกèÍ¹àÃ ÕÂ¹áÅÐËÅÑ§àÃ ÕÂ¹ à¤Ã× èÍ§Á×Í·Õ èãª éã¹กÒÃÇÔ¨ ÑÂ¤×Íá ¼ ¹ ก Ò Ã ¨ Ñ ´ ก Ò Ã à Ã Õ Â ¹ Ã Ù é · Õ è ¨ Ñ ´ ก Ã Ð º Ç ¹ ก Ò Ã à Ã Õ Â ¹ Ã Ù éã¹àÃ×èÍ§¤ÓÈÑ¾·ì¾×é¹°Ò¹â´Âãªé STEPER Model ¨Ó¹Ç¹ 25¤Ó â´Âáºè§à»ç¹ËÁÇ´µèÒ§æ 5 ËÁÇ´ ä´éáกè µÑÇàÃÒºØ¤¤Åã¹¤ÃÍº¤ÃÑÇ ÊÑµÇì ¼ÅäÁé ÊÔè§¢Í§ áÅÐ áºº·´ÊÍºÇÑ´¼ÅÊÑÁÄ·¸Ôì·Ò§กÒÃàÃÕÂ¹ÀÒÉÒä·Â àÃ×èÍ§ ¤ÓÈÑ¾·ì¾×é¹°Ò¹Ê¶ÔµÔ·Õ èãªéã¹กÒÃ·´ÊÍºÊÁÁØµÔ°Ò¹¤×Í The WilcoxonMatched Pairs Signed-Ranks Test

¼ÅกÒÃÇÔ¨ÑÂ¾ºÇèÒ 1) »ÃÐÊÔ·¸ÔÀÒ¾¢Í§ÃÙ»áººâ´ÂกÒÃ¨Ñ´กÔ¨กÃÃÁกÒÃàÃÕÂ¹ÃÙ éâ´Âãªé STEPER ModelÁÕ»ÃÐÊÔ·¸ÔÀÒ¾ 88.75/86.66 2) ¹ÑกàÃÕÂ¹ÁÕ¤ÇÒÁÊÒÁÒÃ¶ã¹กÒÃÍèÒ¹¤ÓÈÑ¾·ì¾×é¹°Ò¹ÍÂÙèã¹ÃÐ Ñº ÕÁÒก 3) ËÅÑ§กÒÃ·´ÅÍ§

1¹ÑกÈÖกÉÒÃÐ´ÑºÁËÒºÑ³±Ôµ ÊÒ¢ÒกÒÃÈÖกÉÒ¾ÔàÈÉ ÁËÒÇÔ·ÂÒÅÑÂÃÒªÀÑ¯Ê§¢ÅÒ2,3ÍÒ¨ÒÃÂì»ÃÐ¨Ó ÊÒ¢ÒกÒÃÈÖกÉÒ¾ÔàÈÉ ÁËÒÇÔ·ÂÒÅÑÂÃÒªÀÑ Ê§¢ÅÒ



¾ºÇèÒ¹ÑกàÃÕÂ¹ÁÕ¤ÇÒÁÊÒÁÒÃ¶ã¹กÒÃÍèÒ¹¤ÓÈÑ¾·ì¾×é¹°Ò¹â´Âãªé STEPER Model ÊÙ§กÇèÒกèÍ¹กÒÃ·´ÅÍ§ÍÂèÒ§ÁÕ¹ÑÂÊÓ¤Ñ·Ò§Ê¶ÔµÔÃÐ´Ñº .05

¤ÓÊÓ¤Ñ ¤ÇÒÁÊÒÁÒÃ¶ã¹กÒÃÍèÒ¹¤Ó¾×é¹°Ò¹ STEPERModel

AbstractThe purpose of this research were 1) to study

effectiveness of reading Basic Vocabulary STEPERModel based on criteria 80/80 ; 2) to study BasicVocabulary Reading Ability of Students with LearningDisabled using STEPER Model ; and 3) to compare theDevelopment of Basic Vocabulary Reading Ability ofstudents with learning Disabilities using STEPER Modelbefore and after learning. The samples were studentswith reading disability at Bannongsai School. Theresearch instrument consisted of the lessen plan forteaching basic vocabulary by using STEPER Model andthe total of words were 25 of 5 groups such as my body,person in family, animals, fruits and things. and testedthe learning basic vocabulary Thai language. TheWilcoxon Matched Pairs Signed-Ranks Test was em-ployed in data analysis.

The results of this research revealed that: 1)the effectiveness of training by learning activities usingwas 88.75/86.66 by using STEPER Model 2) the abilityto read was in the good level 3) there was a .05statistical signification improvement of the readingability.

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¤ÇÒÁÃÙé´éÇÂÃÐàºÕÂºก®ËÁÒÂ.ÍÑ¨©ÃÒ ªÕÇ¾Ñ¹¸ì. (2547). àÃ×èÍ§¹èÒÃÙéÊÓËÃÑº¤ÃÙÀÒÉÒä·Â. กÃØ§à·¾Ï: ¨ØÌÒÅ§กÃ³ìÁËÒÇÔ·ÂÒÅÑÂ.ÍÒ·ÔµÂÒ à¼èÒ¾§Éì¤ÅéÒÂ. (2553). ¹ÔÊÑÂÃÑกกÒÃÍèÒ¹ ÊÀÒ¾áÇ´ÅéÍÁ·Ò§กÒÃÍèÒ¹·ÕèâÃ§àÃÕÂ¹áÅÐ·ÕèºéÒ¹¢Í§¹ÑกàÃÕÂ¹ÃÐ Ñº

ÁÑ¸ÂÁÈÖกÉÒµÍ¹µé¹ âÃ§àÃÕÂ¹ÊÒ¸ÔµÊÑ§กÑ´ÁËÒÇÔ·ÂÒÅÑÂã¹à¢µกÃØ§à·¾ÁËÒ¹¤Ã. ÇÔ·ÂÒ¹Ô¾¹¸ì กÈ.Á.(กÒÃÈÖกÉÒ¾ÔàÈÉ) กÃØ§à·¾Ï : ºÑ³±ÔµÇÔ·ÂÒÅÑÂ ÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâÃ². ÍÑ´ÊÓà¹Ò.

ÍØÉÒÃÑµ¹ì µÑ§¤ÇÔàÇªกØÅ. (2550). กÒÃÈÖกÉÒ¤ÇÒÁÊÒÁÒÃ¶ã¹กÒÃÍèÒ¹¤Ó¢Í§à´çก·ÕèÁÕ»ÑËÒ·Ò§กÒÃàÃÕÂ¹ÃÙéªÑé¹»ÃÐ¶ÁÈÖกÉÒ»Õ·Õè 3 â´ÂãªéàกÁกÒÃÈÖกÉÒ. »ÃÔÒ¹Ô¾¹ ì กÈ.Á. (กÒÃÈÖกÉÒ¾ÔàÈÉ). กÃØ§à·¾Ï: ºÑ³±ÔµÇÔ·ÂÒÅÑÂÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâÃ².



กÒÃ¾Ñ²¹Ò¼ÅÊÑÁÄ·¸ÔìกÒÃà¢ÕÂ¹ÊÐก´¤Ó·ÕèÁÕµÑÇÊÐก´áÁèก´äÁèµÃ§ÁÒµÃÒ¢Í§¹ÑกàÃÕÂ¹·ÕèÁÕ¤ÇÒÁºก¾ÃèÍ§·Ò§กÒÃàÃÕÂ¹ÃÙé â´Â Ñ กÔ กÃÃÁกÒÃàÃÕÂ¹ÃÙé áºº 4 MAT

ÃèÇÁกÑºáºº½ÖกกÒÃà¢ÕÂ¹ÊÐก´¤ÓThe Development of Achievement in Word Spelling with Final Consonant to Mae-Kod

Category of the Students with Learning Disabilities by the 4MAT Learning Activities andSpelling Exercises

¼ÙéÇÔ¨ÑÂ °Ò³ÔªÒ³ì à¾ç§¾ÃËÁ1 Thanitchaya PengpornกÃÃÁกÒÃ¤Çº¤ØÁ ¼È.´Ã.¾ÑªÃÕ ÔëÇ¾Ñ²¹กØÅ2

´Ã.»ÃÕ Ò àºç¤ÒÃ3

Advisor Committee Asst.Prof.Dr.Pacharee ChewpatanagulDr.Preeda Benjakarn

º·¤Ñ´ÂèÍกÒÃÇÔ¨ÑÂ¤ÃÑé§¹ÕéÁÕÇÑµ¶Ø»ÃÐÊ§¤ìà¾×èÍ 1) à»ÃÕÂºà·ÕÂº

¼ÅÊÑÁÄ·¸Ô ìกÒÃà¢ÕÂ¹ÊÐก´¤Ó·Õ èÁÕµÑÇÊÐก´ áÁèก´äÁèµÃ§ÁÒµÃÒÃÐËÇèÒ§กèÍ¹áÅÐËÅÑ§¨Ñ´กÔ¨กÃÃÁกÒÃàÃÕÂ¹ÃÙéáºº 4MAT ÃèÇÁกÑºáºº½ÖกกÒÃà¢ÕÂ¹ÊÐก´¤Ó 2) ÈÖกÉÒ¤ÇÒÁ¾Ö§¾Íã¨¢Í§¹ÑกàÃÕÂ¹µèÍกÒÃ¨Ñ´กÔ¨กÃÃÁกÒÃàÃÕÂ¹ÃÙéáºº 4MAT ÃèÇÁกÑºáºº½ÖกกÒÃà¢ÕÂ¹ÊÐก´¤Ó »ÃÐªÒกÃ·Õ èãªéã¹กÒÃÇÔ¨ÑÂä´éáกè¹ÑกàÃÕÂ¹·ÕèÁÕ¤ÇÒÁºก¾ÃèÍ§·Ò§กÒÃàÃÕÂ¹ÃÙé´éÒ¹กÒÃà¢ÕÂ¹ÊÐก´¤Ó ·ÕèกÓÅÑ§àÃÕÂ¹ªÑé¹»ÃÐ¶ÁÈÖกÉÒ»Õ·Õè3-4 ÊÓ¹Ñก§Ò¹à¢µ¾×é¹·ÕèกÒÃÈÖกÉÒ»ÃÐ¶ÁÈÖกÉÒ¾Ñ·ÅØ§ à¢µ 1กÅØ èÁµÑÇÍÂèÒ§ ·Õ èãªéã¹กÒÃÇÔ¨ÑÂä´éáกè ¹ÑกàÃÕÂ¹·Õ èÁÕ¤ÇÒÁºก¾ÃèÍ§·Ò§กÒÃàÃÕÂ¹ÃÙé´éÒ¹กÒÃà¢ÕÂ¹ÊÐก´¤Ó กÓÅÑ§àÃÕÂ¹ªÑé¹»ÃÐ¶ÁÈÖกÉÒ»Õ·Õè 3-4 ÀÒ¤àÃÕÂ¹·Õè 1 »ÕกÒÃÈÖกÉÒ 2555âÃ§àÃÕÂ¹»ÃÐªÒÃÑ°ºÓÃØ§ 2 ÍÓàÀÍ»èÒ¾ÐÂÍÁ ¨Ñ§ËÇÑ´¾Ñ·ÅØ§¨Ó¹Ç¹ 6 ¤¹ ä éÁÒâ´ÂกÒÃàÅ×Íกáººà¨ÒÐ¨§ à¤Ã×èÍ§Á×Í·Õèãªéã¹กÒÃÇÔ¨ÑÂ»ÃÐกÍº´éÇÂá¼¹ กÒÃ¨Ñ´กÔ¨กÃÃÁกÒÃàÃÕÂ¹ÃÙéáºº 4 MAT ¨Ó¹Ç¹ 10 á¼¹ áºº·´ÊÍºÇÑ´¼ÅÊÑÁÄ·¸ÔìกÒÃà¢ÕÂ¹ÊÐก´¤Ó·ÕèÁÕµÑÇÊÐก´äÁèµÃ§ÁÒµÃÒã¹ÁÒµÃÒáÁèก´à»ç¹áººà¢ÕÂ¹µÍº ¨Ó¹Ç¹ 20 ¢éÍ áººÇÑ´¤ÇÒÁ¾Ö§¾Íã¨¢Í§¹ Ñก àÃ Õ Â¹· Õ è Á Õµ è ÍกÒÃ àÃ ÕÂ¹Ã Ù é â´Âãª éá¼¹กÒÃ¨ Ñ´กÔ¨กÃÃÁกÒÃàÃÕÂ¹ÃÙéáºº 4 MAT ÁÕÅÑกÉ³Ðà»ç¹áººÁÒµÃÒÊèÇ¹»ÃÐÁÒ³¤èÒ 5 ÃÐ´Ñº ¨Ó¹Ç¹ 10 ¢éÍ Ê¶ÔµÔ·Õèãªéã¹กÒÃÇÔà¤ÃÒÐËì¢éÍÁÙÅ¤×Í Ê¶ÔµÔ¹Í¹¾ÒÃÒàÁµÃÔก ·´ÊÍºáºº TheWilcoxon Matched Pairs Signed-Rank Test

1¹ÑกÈÖกÉÒÃÐ´ÑºÁËÒºÑ³±Ôµ ÊÒ¢ÒกÒÃÈÖกÉÒ¾ÔàÈÉ ÁËÒÇÔ·ÂÒÅÑÂÃÒªÀÑ¯Ê§¢ÅÒ2,3ÍÒ¨ÒÃÂì»ÃÐ¨ÓÊÒ¢ÒกÒÃÈÖกÉÒ¾ÔàÈÉ ÁËÒÇÔ·ÂÒÅÑÂÃÒªÀÑ¯Ê§¢ÅÒ



¼ÅกÒÃÇÔ ÑÂ¾ºÇèÒ 1) ¼ÅÊÑÁÄ· ÔìกÒÃà¢ÕÂ¹ÊÐก´¤Ó·ÕèÁÕµÑÇÊÐก´áÁèก´äÁèµÃ§ÁÒµÃÒ â´Â¨Ñ´กÔ¨กÃÃÁกÒÃàÃÕÂ¹ÃÙéáºº 4 MAT ÃèÇÁกÑºáºº½ÖกกÒÃà¢ÕÂ¹ÊÐก´¤ÓËÅÑ§àÃÕÂ¹ÊÙ§กÇ èÒก èÍ¹àÃ ÕÂ¹ÍÂèÒ§Á Õ¹ ÑÂÊÓ¤Ñ·Ò§Ê¶Ôµ Ô· Õ è ÃÐ´ Ñº.052) ¹ÑกàÃÕÂ¹ÁÕ¤ÇÒÁ¾Ö§¾Íã¨µèÍกÒÃ¨Ñ´กÔ¨กÃÃÁกÒÃàÃÕÂ¹ÃÙéáºº 4 MAT ÃèÇÁกÑºáºº½ÖกกÒÃà¢ÕÂ¹ÊÐก´¤Ó â´ÂÀÒ¾ÃÇÁÍÂÙèã¹ÃÐ´ÑºÁÒก

¤ÓÊÓ¤Ñ : กÒÃà¢ÕÂ¹ÊÐก´¤Ó, กÔ¨กÃÃÁกÒÃàÃÕÂ¹ÃÙéáºº 4 MAT, áºº½Öก, ¤ÇÒÁºก¾ÃèÍ§·Ò§กÒÃàÃÕÂ¹ÃÙé

AbstractThe purposes of this research were to

compare the achievement in word spelling with finalconsonant to Mae-Kod category before and afterlearning by the 4 MAT learning activities and spellingexercises and to study the students' satisfaction to the 4MAT learning activities with spelling exercise. Thepopulation was were the students with learningdisabilities in word spelling of Prathom Suksa 3-4,Phatthalung Primary Educational Service Area Office 1.The samples were 6 students with learning disabilitiesin word spelling of Prathom Suksa 3-4 studied in thefirst semester of the 2012 academic year atPracharatbamrung 2 School, Paphayom, Phatthalungby purposive random sampling. The instruments con-sisted of 10 lesson plans of 4 MAT learning activities, 20items of the writing test in word spelling with final con-sonant to Mae-Kod category, the 10 items of 5 level rat-ing scale questionnaire measuring student's to 4 MATlearning activities. The Wilcoxon Matched Pairs Signed-Rank Test was employed in data analysis.

The results of this research were 1) theachievement in word spelling with final consonant toMae-Kod category of the students after studying by the4 MAT learning activities with spelling exercise wassignificantly higher than before studying at the level of.05 2) The students' satisfied to the 4 MAT learningactivities and spelling exercise was at high level.

Key words : Word Spelling, 4MAT Learning Activities, Spelling Exercise, Learning Disabilities

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กÔµµÔ¤Á ¤ÒÇÕÃÑµ¹ì. (2543). กÒÃ Ñ กÒÃàÃÕÂ¹กÒÃÊÍ¹·Õèà¹é¹¼ÙéàÃÕÂ¹à»ç¹ÈÙ¹ÂìกÅÒ§ â´ÂãªéÇÑ® ÑกÃàÃÕÂ¹ÃÙé áºº 4 MATã¹ÇÒÃÊÒÃÇÔªÒกÒÃ. กÃØ§à·¾Ï: âÃ§¾ÔÁ¾ì¤ØÃØÊÀÒÅÒ´¾ÃéÒÇ.

ªÂÒÀÃ³ì ¾Ô³¾Ò·Âì. (2542). กÒÃ¾Ñ²¹Òáºº½Öก·ÑกÉÐÀÒÉÒä·Â·ÕèÁÕ»ÃÐÊÔ·¸ÔÀÒ¾à¾×èÍÊÍ¹«èÍÁàÊÃÔÁ àÃ×èÍ§¤ÓÊÐก´กÒÃÑ¹µì ªÑé¹»ÃÐ¶ÁÈÖกÉÒ»Õ·Õè3. ÇÔ·ÂÒ¹Ô¾¹¸ìกÒÃÈÖกÉÒÁËÒºÑ³±Ôµ ÁËÒÇÔ·ÂÒÅÑÂÁËÒÊÒÃ¤ÒÁ.

·ÔÈ¹Ò á¢ÁÁ³Õ. (2548). ÃÙ»áººกÒÃàÃÕÂ¹กÒÃÊÍ¹: ·Ò§àÅ×Íก·ÕèËÅÒกËÅÒÂ. กÃØ§à·¾Ï : ØÌÒÅ§กÃ³ìÁËÒÇÔ·ÂÒÅÑÂ.ÕÃ¹Øª ¹ÒÁ»ÃÐà·×Í§. (2545). กÒÃÈÖกÉÒ¼ÅÊÑÁÄ· Ôì·Ò§กÒÃàÃÕÂ¹ à¨µ¤µÔ áÅÐ¤ÇÒÁ¤§·¹ã¹กÒÃàÃÕÂ¹ÃÙé¤³ÔµÈÒÊµÃì àÃ×èÍ§

กÒÃ¤Ù³ กÒÃËÒÃ ¢Í§¹ÑกàÃÕÂ¹ªÑé¹»ÃÐ¶ÁÈÖกÉÒ»Õ·Õè 4·Õèä éÃÑºกÒÃÊÍ¹â´ÂãªéªØ กÔ กÃÃÁกÒÃàÃÕÂ¹ÃÙéáºº 4 MAT.»ÃÔÒ¹Ô¾¹¸ì กÈ.Á. (กÒÃ»ÃÐ¶ÁÈÖกÉÒ).กÃØ§à·¾Ï: ºÑ³±ÔµÇÔ·ÂÒÅÑÂ ÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâÃ².¶èÒÂàÍกÊÒÃ.

à ÕÂÃ ¾Ò¹Ôª. (2544). 4 MAT: กÒÃ Ñ กÔ กÃÃÁกÒÃàÃÕÂ¹กÒÃÊÍ¹ãËéÊÍ´¤ÅéÍ§กÑº¸ÃÃÁªÒµÔกÒÃàÃÕÂ¹ÃÙé¢Í§¼ÙéàÃÕÂ¹.กÃØ§à·¾Ï: ÁÙÅ¹Ô¸ÔÊ´ÈÃÕ-ÊÄÉ´ÔìÇ§Èì.

¹ÔÅÒÀÃ³ì ÃÃÁÇÔàÈÉ³ì . (2546). กÒÃ¾Ñ²¹Òáºº½Öก·ÑกÉÐกÒÃà¢ÕÂ¹ÊÐก´¤Óã¹ÁÒµÃÒáÁèก´ÊÓËÃÑº¹ÑกàÃÕÂ¹ªÑé¹»ÃÐ¶ÁÈÖกÉÒ»Õ·Õè 4. ÇÔ·ÂÒ¹Ô¾¹¸ì¤ÃØ ÈÒÊµÃÁËÒºÑ³±Ôµ Ê¶ÒºÑ¹ÃÒªÀÑ¯ÍØºÅÃÒª¸Ò¹Õ.

¹¾´Å Ñ¹·Ãìà¾ç. (2542). กÒÃãªéÀÒÉÒä·Â. : กÃØ§à·¾Ï ÊÓ¹Ñก¾ÔÁ¾ìµé¹ÍéÍ.»³µ àกÔ ÀÑก Õ. (2544). กÒÃÈÖกÉÒ¼ÅÊÑÁÄ· Ôì·Ò§กÒÃàÃÕÂ¹ÇÔªÒ¤³ÔµÈÒÊµÃì¢Í§¹ÑกàÃÕÂ¹ªÑé¹»ÃÐ¶ÁÈÖกÉÒ»Õ·Õè 6 ÒกกÒÃ

ãªéªØ กÔ กÃÃÁกÒÃàÃÕÂ¹ÃÙé·Õèà¹é¹¼ÙéàÃÕÂ¹à»ç¹ÊÓ¤Ñâ´Â Ñ กÔ กÃÃÁáºº 4 MAT. ÊÒÃ¹Ô¾¹ ì กÈ.Á. (กÒÃ»ÃÐ¶ÁÈÖกÉÒ). กÃØ§à·¾Ï: ºÑ³±ÔµÇÔ·ÂÒÅÑÂ ÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâÃ². ¶èÒÂàÍกÊÒÃ.

»ÔÂÐ¾§Éì ÊØÃÔÂÐ¾ÃËÁ. (2546). กÒÃ¾Ñ²¹ÒªØ กÔ กÃÃÁกÒÃàÃÕÂ¹ÃÙéáºº 4 MAT àÃ×èÍ§»èÒªØÁª¹à¾×èÍÊè§àÊÃÔÁ à¨µ¤µÔµèÍกÒÃÍ¹ØÃÑกÉì»èÒªØÁª¹ áÅÐ¼ÅÊÑÁÄ· Ôì·Ò§กÒÃàÃÕÂ¹ÊÓËÃÑº¹ÑกàÃÕÂ¹ªÑé¹»ÃÐ¶ÁÈÖกÉÒ»Õ·Õè 6. »ÃÔÒ¹Ô¾¹ ì กÈ.Á.(กÒÃ»ÃÐ¶ÁÈÖกÉÒ). กÃØ§à·¾Ï: ºÑ³±ÔµÇÔ·ÂÒÅÑÂÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâÃ². ¶èÒÂàÍกÊÒÃ.

¾ÐÂ§¤ì ÔÃÐ¾§Éì. (2544). ÈÖกÉÒ¼ÅÊÑÁÄ· Ôì·Ò§กÒÃàÃÕÂ¹áÅÐ¤ÇÒÁÃÑº¼Ô ªÍºµèÍÊÑ§¤Á¢Í§¹ÑกàÃÕÂ¹ªÑé¹ÁÑ ÂÁÈÖกÉÒ»Õ·Õè1 ·ÕèàÃÕÂ¹ÇÔªÒÊÑ§¤ÁÈÖกÉÒ â´ÂãªéªØ กÔ กÃÃÁกÒÃàÃÕÂ¹ÃÐºº 4 MAT กÑºกÔ กÃÃÁกÅØèÁÊÑÁ¾Ñ¹ ì. »ÃÔÒ¹Ô¾¹ ìกÈ.Á. (กÒÃÁÑ¸ÂÁÈÖกÉÒ). กÃØ§à·¾Ï:ºÑ³±ÔµÇÔ·ÂÒÅÑÂ ÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâÃ².

ÂØ¾ÒÀÃ³ì ªÒÇàªÕÂ§¢ÇÒ§. (2535). กÒÃà»ÃÕÂºà·ÕÂº¼ÅÊÑÁÄ·¸Ôì·Ò§กÒÃà¢ÕÂ¹àÃÕÂ§¤ÇÒÁâ´Âãªéáºº½Öก·ÑกÉÐกÒÃà¢ÕÂ¹àÃÕÂ§¤ÇÒÁกÑºกÒÃÊÍ¹»กµÔ ªÑé¹»ÃÐ¶ÁÈÖกÉÒ»Õ·Õè 6 âÃ§àÃÕÂ¹ºéÒ¹àªÕÂ§ºÒ¹ ÍÓàÀÍàªÕÂ§¤Ó Ñ§ËÇÑ ¾ÐàÂÒ.»ÃÔÒ¹Ô¾¹¸ì กÈ.Á. กÃØ§à·¾Ï: ÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâÃ² »ÃÐÊÒ¹ÁÔµÃ 2535.

âÃ§àÃÕÂ¹»ÃÐªÒÃÑ°ºÓÃØ§ 2. (2553). ÃÒÂ§Ò¹¼ÅÊÑÁÄ· Ôì·Ò§กÒÃàÃÕÂ¹.ÃØè§·Ô¾Âì áกéÇÁ³ÕªÑÂ. (2551). กÒÃÈÖกÉÒ¤ÇÒÁÊÒÁÒÃ¶ã¹กÒÃÍèÒ¹ÊÐก´¤Ó¢Í§¹ÑกàÃÕÂ¹ªÑé¹»ÃÐ¶ÁÈÖกÉÒ»Õ·Õè 1 â´Âãªé

áºº½Öก·ÑกÉÐกÒÃÍèÒ¹ÊÐก´¤Ó. Á.».·. Ê×º¤é¹àÁ×èÍ 20 ÁกÃÒ¤Á 2555, ¨Òก http://www.kroobannok.com/Ç¹Ô Ò ÊØ¢Ç¹Ôª. (2536). กÒÃãªéáºº½Öกà¾×èÍ¾Ñ²¹Ò¤ÇÒÁÃÙé ¤ÇÒÁà¢éÒã¨ ËÅÑกàก³±ì·Ò§ÀÒÉÒ¢Í§¹ÑกàÃÕÂ¹ªÑé¹»ÃÐ¶ÁÈÖกÉÒ

»Õ·Õè 4 àกÕèÂÇกÑºกÒÃÍèÒ¹áÅÐà¢ÕÂ¹¤Ó¤ÇºกÅéÓ ÍÑกÉÃ¹ÓáÅÐµÑÇกÒÃÑ¹µ ì. ÇÒÃÊÒÃกÒÃÇÔ¨ÑÂ·Ò§กÒÃÈÖกÉÒ 23(2)(àÁÉÒÂ¹-ÁÔ¶Ø¹ÒÂ¹ 2536) 33-44.

ÇÃÃ³Õ âÊÁ»ÃÐÂÙÃ. (2544). กÒÃÊÍ¹ÀÒÉÒä·ÂÃÐ´Ñº»ÃÐ¶ÁÈÖกÉÒ. กÃØ§à·¾Ï : ÊÓ¹Ñก¾ÔÁ¾ìä·ÂÇÑ²¹Ò¾Ò¹Ôª.ÇÃÃ³Ò á«èµÑé§. (2541). กÒÃÊÃéÒ§áºº½ÖกËÑ กÒÃà¢ÕÂ¹ÊÐก´¤Ó¢Í§¹ÑกàÃÕÂ¹ªÑé¹»ÃÐ¶ÁÈÖกÉÒ»Õ·Õè 1. »ÃÔÒ¹Ô¾¹ ì



กÒÃÈÖกÉÒÁËÒºÑ³±ÔµÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâÃ² »ÃÐÊÒ¹ÁÔµÃ.ÇÔÁÅÃÑµ¹ì ÊØ¹·ÃâÃ¨¹ì. (2544). àÍกÊÒÃ»ÃÐกÍºกÒÃàÃÕÂ¹กÒÃÊÍ¹ÇÔªÒ 506703 กÒÃ¾Ñ²¹ÒกÒÃÊÍ¹. ÁËÒÊÒÃ¤ÒÁ:

ÀÒ¤ÇÔªÒËÅÑกÊÙµÃáÅÐกÒÃÊÍ¹ ÁËÒÇÔ·ÂÒÅÑÂÁËÒÊÒÃ¤ÒÁÈÑก ÔìªÑÂ ¹ÔÃÑ·ÇÕ áÅÐä¾àÃÒÐ ¾ØèÁÁÑè¹. (2542). ÇÑ® ÑกÃกÒÃàÃÕÂ¹ÃÙé (4 MAT) กÒÃ Ñ กÃÐºÇ¹กÒÃàÃÕÂ¹ÃÙéà¾×èÍกÒÃ

Êè§àÊÃÔÁ¤Ø³ÅÑกÉ³Ðàกè§ Õ ÁÕÊØ¢. กÃØ§à·¾Ï: áÇè¹áกéÇ.ÊÔÃÔÇÃÃ³ µÐÃØÊÒ¹¹·ì. (2542). กÒÃÈÖกÉÒ¼ÅÊÑÁÄ· Ôì·Ò§กÒÃàÃÕÂ¹áÅÐ¤ÇÒÁÊÒÁÒÃ¶ã¹กÒÃ¤Ô áกé»ÑËÒ¢Í§¹ÑกàÃÕÂ¹ªÑé¹

ÁÑ ÂÁÈÖกÉÒ»Õ·Õè 1 ·ÕèàÃÕÂ¹ÇÔªÒÊÑ§¤ÁÈÖกÉÒ â´ÂกÒÃ Ñ กÔ กÃÃÁกÒÃàÃÕÂ¹กÒÃÊÍ¹áºº 4 MAT กÑºกÒÃ ÑกÔ¨กÃÃÁกÒÃÊÍ¹áººÇÔ¸ÕกÒÃ·Ò§ÇÔ·ÂÒÈÒÊµÃ ì. »ÃÔÒ¹Ô¾¹¸ì กÈ.Á. (กÒÃÁÑ¸ÂÁÈÖกÉÒ). กÃØ§à·¾Ï:ºÑ³±ÔµÇÔ·ÂÒÅÑÂ ÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâÃ². ÍÑ´ÊÓà¹Ò.

àÊÁÍã¨ ¨§à¨ÃÔ¤Ø³ÇØ²Ô. (2545). กÒÃà»ÃÕÂºà·ÕÂº¼ÅÊÑÁÄ· Ôì·Ò§กÒÃàÃÕÂ¹ áÅÐ¤ÇÒÁÊ¹ã¨ã¹กÒÃàÃÕÂ¹ÇÔªÒ¤³ÔµÈÒÊµÃì àÃ×èÍ§กÒÃ¤Ù³ ¢Í§¹ÑกàÃÕÂ¹ªÑé¹»ÃÐ¶ÁÈÖกÉÒ»Õ·Õè 3 ·Õèä éÃÑºกÒÃ Ñ กÔ กÃÃÁกÒÃÊÍ¹áºº 4 MATกÑºกÒÃÊÍ¹áºº»กµ Ô. ÇÔ·ÂÒ¹Ô¾¹¸ìกÒÃÈÖกÉÒÁËÒºÑ³±Ôµ กÃØ§à·¾Ï: ÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâÃ²»ÃÐÊÒ¹ÁÔµÃ.ÍÑ´ÊÓà¹Ò.

ËÃÃÉÒ ºØ¹ÒÂ×¹. (2546). กÒÃÈÖกÉÒ¤ÇÒÁÊÒÁÒÃ¶·Ò§กÒÃà¢ÕÂ¹ÊÐก´¤ÓÂÒก¢Í§¹ÑกàÃÕÂ¹·ÕèÁÕ¤ÇÒÁºก¾ÃèÍ§·Ò§กÒÃàÃÕÂ¹ÃÙé ªÑé¹»ÃÐ¶ÁÈÖกÉÒ»Õ·Õè 4 ã¹âÃ§àÃÕÂ¹àÃÕÂ¹ÃèÇÁâ´Âãªéáºº½ÖกÊÐก´¤Ó. »ÃÔÒ¹Ô¾¹ ì กÈ.Á.(กÒÃÈÖกÉÒ¾ÔàÈÉ) กÃØ§à·¾Ï: ºÑ³±ÔµÇÔ·ÂÒÅÑÂ ÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâÃ². ÍÑ´ÊÓà¹Ò.



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Education for Inclusion and Diversity (Fourth Edition)

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Education for Inclusion and Diversity (Fourth Edition) à»ç¹Ë¹Ñ§Ê×Í·Õèà¢ÕÂ¹â´Â¹ÑกÇÔªÒกÒÃ¨ÒกÁËÒÇÔ·ÂÒÅÑÂáÅÐÍ§¤ìกÃªÑ é¹¹Óã¹»ÃÐà·ÈÍÍÊàµÃàÅÕÂ áÅÐà»ç¹Ë¹Ñ§Ê×Í·Õ èãªé»ÃÐกÍºกÒÃàÃÕÂ¹กÒÃÊÍ¹ã¹´éÒ¹ÈÖกÉÒÈÒÊµÃìÍÂèÒ§กÇéÒ§¢ÇÒ§ã¹»ÃÐà·ÈÍÍÊàµÃàÅÕÂ ¶Ö§áÁé¨Ðà»ç¹Ë¹Ñ§Ê×Í·Õèà¹é¹ãËé¤ÇÒÁÃÙé·Ò§´éÒ¹ÇÔªÒกÒÃ áµèกÅÑºà»ç¹Ë¹Ñ§Ê×Í·ÕèÍèÒ¹§èÒÂáÅÐà¹é¹กÒÃ¹Óä»»¯ÔºÑµÔä´é¨ÃÔ§ ¹Íก¨Òก¹Ñ é¹Ë¹Ñ§Ê×ÍàÅèÁ¹Õ éÂÑ§ÊÐ·éÍ¹ãËéàËç¹ÁØÁÁÍ§á¹Ç¤Ô´¢Í§¹ÑกกÒÃÈÖกÉÒ¨Òก»ÃÐà·ÈÍÍÊàµÃàÅÕÂ «Öè§à»ç¹»ÃÐà·È·Õèä´éÃÑºกÒÃÂÍÁÃÑºÇèÒกÒÃÈÖกÉÒÁÕ¤Ø³ÀÒ¾áÅÐà»ç¹»ÃÐà·È·ÕèäÁèäกÅ¨Òก»ÃÐà·Èä·ÂÁÒก¹ÑกàÁ×èÍà·ÕÂºกÑº»ÃÐà·ÈÍÑ§กÄÉËÃ×Í»ÃÐà·ÈÊËÃÑ°ÍàÁÃÔกÒ

ÈÒÊµÃÒ¨ÒÃÂì Adrian Ashman áÅÐÈÒÊµÃÒ¨ÒÃÂì John Elkins ºÃÃ³Ò ÔกÒÃ¢Í§Ë¹Ñ§Ê×ÍàÅèÁ¹Õéä éกÅèÒÇäÇéã¹º·¹ÓÇèÒË¹Ñ§Ê×ÍàÅèÁ¹Õéà»ç¹Ë¹Ñ§Ê×ÍàกÕèÂÇกÑºกÒÃàÃÕÂ¹กÒÃÊÍ¹·ÕèÁÕ»ÃÐÊÔ·¸ÔÀÒ¾ (effective teaching and learning) «Öè§ËÁÒÂ¶Ö§กÒÃ¨Ñ´กÒÃàÃ ÕÂ¹กÒÃÊÍ¹·Õ èµÍºÊ¹Í§¤ÇÒÁµéÍ§กÒÃ·Õ èáµกµèÒ§ËÅÒกËÅÒÂ¢Í§¹ÑกàÃ ÕÂ¹ äÁèÇ èÒ¨Ðà»ç¹¹ÑกàÃ ÕÂ¹·Õ èÁ Õ¤ÇÒÁµéÍ§กÒÃ¾ÔàÈÉ ¹ÑกàÃÕÂ¹·Õ èÁÕ¤ÇÒÁÊÒÁÒÃ¶¾ÔàÈÉ ¹ÑกàÃÕÂ¹¾× é¹°Ò¹·Ò§ÀÒÉÒáÅÐÇÑ²¹¸ÃÃÁ·Õ èáµกµèÒ§ ¹ÑกàÃÕÂ¹·ÕèÁÒ¨Òก¤ÃÍº¤ÃÑÇ·ÕèÍÂÙèã¹Ê¶Ò¹กÒÃ³ìÅÓºÒก กÒÃ¨Ñ´กÒÃàÃÕÂ¹กÒÃÊÍ¹ÍÑ¹ÁÕ»ÃÐÊÔ·¸ÔÀÒ¾·ÕèµÍºÊ¹Í§µèÍ¤ÇÒÁµéÍ§กÒÃ·Õ èáµกµèÒ§ËÅÒÂ¢Í§¹ÑกàÃÕÂ¹¹Õ éàÍ§·Õ èà»ç¹á¹Ç¤Ô´ÊÓ¤Ñ¢Í§»ÃÑªÒกÒÃàÃÕÂ¹ÃÇÁ (inclusive education) ËÅÑ§¨ÒกกÒÃÍèÒ¹Ë¹Ñ§Ê×ÍàÅèÁ¹Õ éáÅéÇàÃÒ¨Ðà¢éÒã¨ÇèÒ กÒÃ¨Ñ´กÒÃàÃÕÂ¹ÃÇÁäÁèãªèá¤èกÒÃãËéâÍกÒÊ¹ÑกàÃÕÂ¹·Õ èÁÕ¤ÇÒÁµéÍ§กÒÃ¾ÔàÈÉà¢éÒÁÒàÃÕÂ¹ã¹âÃ§àÃÕÂ¹·ÑèÇä» áµèà»ç¹กÒÃ¾Ñ²¹ÒกÒÃÈÖกÉÒãËéÁÕ»ÃÐÊÔ·¸ÔÀÒ¾à¾×èÍ¹ÑกàÃÕÂ¹·Øก¤¹ã¹âÃ§àÃÕÂ¹

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